Young Children's Opportunities to Use and Learn Theme-Related Vocabulary through Buddy "Reading"

Autor/inn/en	Christ, Tanya; Wang, X. Christine
Titel	Young Children's Opportunities to Use and Learn Theme-Related Vocabulary through Buddy "Reading"
Quelle	In: Literacy Research and Instruction, 51 (2012) 4, S.273-291 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2011.568671
Schlagwörter	Grounded Theory; Interaction Process Analysis; Vocabulary; Vocabulary Development; Educational Opportunities; Young Children; Preschool Children; Preschool Evaluation; Performance Factors; Protocol Materials; Behavior Patterns; Thematic Approach; Qualitative Research; Interpersonal Communication; Social Cognition; Use Studies; Learning Experience + Suchen Sie Ihr Suchwort? Prozessanalyse; Wortschatz; Wortschatzarbeit; Bildungsangebot; Bildungschance; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leistungsindikator; Unterrichtsprotokoll; Themenzentrierter Unterricht; Qualitative Forschung; Interpersonale Kommunikation; Soziale Kognition; Benutzerschulung; Lernerfahrung
Abstract	This qualitative study examined whether and how preschoolers' social interactions during buddy "reading" supported their use and learning of theme-related vocabulary. Data included 32 transcribed videos of 14 preschoolers engaged in buddy "reading." Interaction analysis and constant comparative methods were applied to identify (1) patterns of social interactions that occurred, (2) patterns of opportunities for children to use and learn themed vocabulary, and (3) patterns that hindered such vocabulary opportunities. Findings included three patterns of social interactions: collaborative, tutor-tutee, and parallel. Each differentially affected opportunities for using and learning theme-related vocabulary. Opportunities to use and learn words occurred when children provided exposures to vocabulary words or clarified concept knowledge for their buddy. Opportunities were hindered when buddies struggled over participation, "reading" roles, or content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10